Organizational and Pedagogical Conditions for Developing the Regulatory Universal Educational Activities in the Course of Natural-Science Education Based on Individualized Curricula

2016 ◽  
Vol 4 (1) ◽  
pp. 48-51
Author(s):  
Драчева ◽  
Elena Dracheva
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Basic Education ◽  
Natural Sciences ◽  
Educational Model ◽  
Educational Activities ◽  
Training Outcomes ◽  
The Subject ◽  
Natural Science Education ◽  
Education Groups

The Regulatory Universal Educational Activities (RUEA) are crucial to forming the learners’ abilities for self-organization of their educational activities, and thus are core to the successful training outcomes. RUEA can be formed not only based on the subject contents, but also through the organizational forms of education. One of such models is the training based on the individualized curriculum (IC), because in the process of drawing and implementing the IC the learner has to master all the stages of the RUEA development. In the course of arranging the set of conditions, needed for the IC-based training model, the eff ect of these conditions on forming the RUEA in upperclassmen, trained in natural sciences in terms of subject-oriented education, has been identifi ed. It was found, that in students, specializing in natural sciences, all types of universal educational activities are better developed. Due to mastering the very methodology of educational activities, this educational model allows to maintain and enhance learning outcomes not only in the groups of subject-oriented study of natural-science disciplines, but also in the basic education groups.

scholarly journals Polystructural Model of Natural Science as a Basis of Integration Processes in Natural Science Education at School

2020 ◽  
pp. 19-34
Author(s):  
Andrii Drobin ◽  
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Integrative Approach ◽  
Interconnected System ◽  
The World ◽  
Legislative Framework ◽  
General Scientific ◽  
The Subject ◽  
Natural Science Education

The article deals with the problem of building and structuring the integrated course «Natural Science» in high school. In particular, the analysis of the current legislative framework governing the field of education in Ukraine has been carried out, the existing normative legal acts that determine the content and structure of the subject «Natural Science», regulate it and set development priorities have been established. It has been discovered that in the modern branch of Natural Science such mutually opposite processes of differentiation and integration of natural sciences occur simultaneously that are also inherent in school Natural Science. In addition, the article has analyzed the main approaches proposed by leading scientists to the construction of integrated courses of Natural Science in school. It has been established that it is natural and appropriate to consider the integrative approach to Natural Science from the standpoint of consistency and polystructurality. The article considers the content of the concept of polystructurality and proposes a polystructural model of Natural Science in school that is built as an interconnected system of partially scientific pictures of the world of individual natural sciences and united around a central core which includes the natural scientific picture of the world and general scientific concepts, principles, laws and theories that are fundamental and methodologically significant. The author proposes the formation of the structure and content of the integrated course on the basis of end-to-end meaningful trajectories which have been defined and listed.

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

2021 ◽  
Vol 31 (3) ◽  
pp. 322-330
Author(s):  
R.R. Ismagilova ◽  
G.Kh. Akhmetshina
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Academic Disciplines ◽  
Language History ◽  
Problem Situations ◽  
The World ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Natural Science Education

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

scholarly journals Natural science education concept for sustainable development

2020 ◽  
Vol 166 ◽  
pp. 10030
Author(s):  
Lina Rybalko ◽  
Oleg Topuzov ◽  
Lyudmila Velychko
Keyword(s):  
Sustainable Development ◽  
Natural Science ◽  
Natural Sciences ◽  
Evolutionary Approach ◽  
Teaching Principles ◽  
Approach To Teaching ◽  
Teaching Biology ◽  
Methodological Principles ◽  
Natural Science Education ◽  
Education Concept

The article is revealed essence and the concept of “ecological and evolutionary approach”, conceptual ideas of ecological and evolutionary approach (the idea of evolution and the idea of ecocentrism) are disclosed. Author determined methodological principles of ecological and evolutionary approach to teaching. The concept of teaching natural sciences on the basis of ecological and evolutionary approach and didactic principles of implementation of ecological and evolutionary approach to the teaching of natural sciences (didactic conditions, principles and laws) are developed and scientifically substantiated which is visualized in a didactic model of teaching natural science on the basis of ecological and evolutionary approach. The technology of teaching biology based on ecological and evolutionary approach is developed. Results of pedagogical experiment proved the effectiveness of the technology of teaching biology on the basis of ecological and evolutionary approach and the conception and implementation of teaching principles of ecological and evolutionary approach to the teaching of natural sciences embodied in it.

scholarly journals TRAINING NATURAL SCIENCE EDUCATION STUDENTS AS A PRE-SERVICE TEACHER IN CONSTRUCTING ASSESSMENT INSTRUMENTS OF COGNITIVE DOMAIN THROUGH CONSTRUCTIVIST CLASSROOM

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Qurrotul Anfa
Keyword(s):  
College Students ◽  
Science Education ◽  
Learning Outcomes ◽  
Natural Science ◽  
Cognitive Domain ◽  
Assessment Instruments ◽  
Education Students ◽  
Criterion Referenced ◽  
Natural Science Education ◽  
Pre Service Teacher

This research aimed at training science education students as a pre-service teacher in constructing assessment instruments of cognitive domain through constructivist classroom. The modification of constructivist classroom in material of cognitive domain test assessment procedures was developed by researcher. The subject of this research were 22 college students semester V of natural science education students at STKIP Modern Ngawi. The research used pre-experimental design with one-shot case study design. The instruments used for analyzing the competences in constructing assessment instruments of cognitive domain was by students learning outcomes completeness sheet. The college students will be said to be complete their competences if they sufficient Criterion Referenced Evaluation specifically more than equal to 75%. Empirically, the result of this research according to the completeness of student learning outcomes as a whole was 85.50% or in a very valid category. It means that natural science education students can construct well assessment instruments of cognitive domain trough constructivist classroom. 

scholarly journals THE RELATIONSHIP WITH SCIENTIFIC KNOWLEDGE IN BASIC EDUCATION: THE PERSPECTIVE OF STUDENTS

2012 ◽  
Vol 4 (2) ◽  
pp. 39-46
Author(s):  
Cláudia Valentina Assumpção Galian ◽  
Lucia Helena Sasseron ◽  
Maria Ligia Borba Florenzano ◽  
Agnaldo Arroio
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Scientific Knowledge ◽  
Natural Science ◽  
Basic Education ◽  
Sao Paulo ◽  
Education Student ◽  
São Paulo ◽  
Natural Science Education ◽  
The Relationship

This article reports the work carried out with a group of six students in two public schools in the State of São Paulo, within a project Pre-Iniciação Científica (Scientific Research Initiation) conducted at Faculty of Education, University of São Paulo, along the year 2011. These students conducted a survey in their schools in order to identify the relationship which their colleagues setting out with knowledge on the scientific disciplines. Thus it is assumed as objective for this study to drive a reflection concerning the views of students who complete basic education in public schools about the basic scientific knowledge who have had access throughout their school trajectories and drive some directions for police makers about natural science education policies. Key words: educational policies, natural science education, student´s view.

scholarly journals PENGARUH METODE CTL DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SEKOLAH DASAR NEGERI 114 PALEMBANG

2015 ◽  
Vol 6 (2) ◽  
pp. 254
Author(s):  
Muttia Ratna
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Problem Based Learning ◽  
Natural Sciences ◽  
Problem Posing ◽  
Logical Thinking ◽  
Thinking Ability ◽  
Experiment Method ◽  
Learning Technique ◽  
Level 2

This study aims to determine the effect of the CTL Method of Problem-Based Learning Technique and Problem Posing Technique and the ability to think logically to the learning outcomes of natural sciences. The study was conducted at the grade IV Elementary School 114 Palembang. The amount of students as many as 32 students. Research design using experiment method with treatment by level 2 x 2. Data analysis is theanalysis of variance of two lanes (ANOVA). The results of this study indicate that (1) There are  differences in learning outcomes of natural science between the groups given CTL method of problem-based learning technique and the groups given CTL method of problem posing technique (2) There are interactions between CTL method and the ability to think logically to the learning outcomes of natural science. Keywords: Problem-Based Learning Technique and Problem Posing Technique, Logical Thinking Ability, Learning outcomes. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Metode CTL Masalah Berbasis Teknik Belajar dan Problem Posing Teknik dan kemampuan untuk berpikir logis dengan hasil belajar ilmu alam. Penelitian dilakukan di kelas IV Sekolah Dasar 114 Palembang. Jumlah siswa sebanyak 32 siswa. Desain penelitian menggunakan metode eksperimen dengan pengobatan oleh tingkat 2 x 2. Analisis data adalah theanalysis varians dua jalur (ANOVA). Hasil penelitian ini menunjukkan bahwa (1) Ada perbedaan hasil belajar ilmu pengetahuan alam antara kelompok diberikan metode CTL teknik pembelajaran berbasis masalah dan kelompok diberikan metode CTL masalah teknik (2) berpose Ada interaksi antara metode CTL dan kemampuan untuk berpikir logis dengan hasil belajar ilmu pengetahuan alam. Kata kunci: Problem-based learning,  teknik dan problem posing teknik, logical thinking kemampuan, hasil belajar.

scholarly journals THE POTENTIAL OF THE USE OF EDUCATIONAL TOURISM IN NATURAL SCIENCE EDUCATION

2011 ◽  
Vol 8 (1) ◽  
pp. 8-17
Author(s):  
Dalia Prakapienė
Keyword(s):  
Science Education ◽  
General Education ◽  
National Parks ◽  
Natural Science ◽  
Modern Society ◽  
Practical Training ◽  
Educational Activities ◽  
Educational Tourism ◽  
Natural Science Education ◽  
Diversity Of Life

Practical training is very important the modern society. Therefore it is recommended to study Natural Science in different environments through observing, exploring, comparing, experimenting and verifying one’s own hypotheses, etc. These activities can be realized not only in the traditional classroom, but outside class as well. Educational tourism is a educa-tional activity which is implemented through excursions, tours or trips, and helps to acquire knowledge and skills. One of the most popular forms of educational tourism is the education-al excursion, whose importance in education is emphasised in general education programs. In pursuance of reasoning for the potential of educational tourism in Natural Science education, a research was carried out. The subject of the research was educational excursions in the national and regional parks of Lithuania. The aim of the research was to identify the educational activities in the regional and national parks of Lithuania and to establish the are-as of Natural Science education in which the aforementioned activities could be applied. In total, 92 educational excursions, which develop skills in Natural Science education, were ana-lyzed. The results of the research suggest that not all the national and regional parks in Lithu-ania have designed educational excursions and defined specific educational activities. The largest choice of educational excursions is in the national parks of Aukštaitija and Dzūkija, and in the regional park of Kurtuvėnai. The educational excursions implemented mainly fo-cus on Natural Science and Biology subjects, with little emphasis on Physics. In terms of the Natural Science education areas, the largest number of the educational excursions are de-signed for Continuity and Diversity of Life and Organism and Environment; Biosphere and Man; however, only a few focus on Movement and Cognition of Force and Energy and Cog-nition of Physical Processes. The most popular activities offered by the educational excur-sions are discovering, observing, identifying and exploring. Key words: educational tourism, natural science education, educational excursion, regional and national parks of Lithuania.

scholarly journals IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL

2009 ◽  
Vol 6 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Primary School ◽  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
School Level ◽  
The World ◽  
Natural Science Education ◽  
Primary School Level

Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.

scholarly journals APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS

2007 ◽  
Vol 4 (3) ◽  
pp. 5-12
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Natural Science ◽  
Teaching Practice ◽  
Learning Experience ◽  
Educational Practice ◽  
Present Situation ◽  
Natural Sciences ◽  
Pedagogical Practice ◽  
Natural Science Education

Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.

scholarly journals THE PROJECT-BASED NATURAL SCIENCES EDUCATION IN A PRESCHOOL CHILDREN’S GROUP

2018 ◽  
Vol 24 (1) ◽  
pp. 51-55
Author(s):  
Gitana Petrauskienė ◽  
Ramunė Vėželytė
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Information Technologies ◽  
Thinking Skills ◽  
Natural Sciences ◽  
Early Years ◽  
Interactive Games ◽  
Use Of Resources ◽  
Learning Through Play ◽  
Natural Science Education

The aim of today’s natural science education is literacy development from the early years. The project-based natural science education happens in a deliberately prepared natural environment: children may work in groups, institutions, or outside institutions. The activities aim at preschool children’s personality growth as well as gaining needed competencies and progress. The realization of the project-based natural sciences’ method distinguishes preschool children’s individual and teamwork skills. It is also a very useful tool for developing pupils’ consciousness, activeness, creativity, and responsibility. Moreover, the preservation of animate and inanimate nature along with the rational use of resources is identified. The project-based natural science education is closely related to the integration of innovative information technologies. Preschool children are encouraged to take part in various interactive games and activities. In this way the children’s thinking skills are developed. Also, the integration of information technologies motivates children to engage in concrete patronizing, nature-friendly, and environment-friendly activities. Keywords: natural science education, learning through play, practical activities.

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